1. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition PUNCTUATION

2. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition PRINCIPAL USES OF THE COMMA Separate main clauses linked by a coordinating conjunction lSet off most introductory elements lSet off nonessential elements lSeparate items in a series lSeparate coordinate adjectives Other uses  To set off absolute phrases  To set off phrases expressing contrast  To separate parts of dates, addresses, long numbers  To separate quotations and signal phrases  To prevent misreading 39.1

3. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition A TEST FOR ESSENTIAL AND NONESSENTIAL ELEMENTS 1.Identify the element.  Hal Nguyen who emigrated from Vietnam lives in Denver.  Those who emigrated with him live elsewhere. 2.Remove the element. Does the fundamental meaning of the sentence change?  Hal Nguyen lives in Denver. No  Those live elsewhere. Yes (Who are Those?) 3.If no, the element is nonessential and should be set off with punctuation.  Hal Nguyen, who emigrated from Vietnam, lives in Denver. If yes, the element is essential and should not be set off with punctuation.  Those who emigrated with him live elsewhere. 39.2

4. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition PUNCTUATING TWO OR MORE ADJECTIVES 1.Identify the adjectives. She was a faithful sincere friend. They are dedicated medical students. 2.Can the adjectives be reversed without changing meaning? She was a sincere faithful friend. Yes They are medical dedicated students. No 3.Can the word and be inserted between the adjectives without changing meaning? She was a faithful and sincere friend. Yes They are dedicated and medical students. No 4.If yes to both questions, the adjectives are coordinate and should be separated by a comma. She was a faithful, sincere friend. If no, the adjectives are not coordinate and should not be separated by a comma. They are dedicated medical students. 39.3

5. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition PRINCIPAL MISUSES OF THE COMMA Don’t use a comma after a subject or verb. Don’t separate a pair of words, phrases, or subordinate clauses joined by and, or, or nor. Don’t use a comma after and, but, although, because, or another conjunction. Don’t set off essential elements. Don’t set off a series. Don’t set off an indirect quotation. 39.4

6. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition EXERCISE Revising: Needless or misused commas Revise the following sentences to eliminate needless or misused commas. 39.5 1. Nearly 32 million US residents, speak a first language other than English. 2. After English the languages most commonly spoken in the United States are, Spanish, French, and German. 3. Almost 75 percent of the people, who speak foreign languages, used the words, “good” or “very good,” when judging their proficiency in English. 4. Recent immigrants, especially those speaking Spanish, Chinese, and Korean, tended to judge their English more harshly. 5. The states with the highest proportion of foreign language speakers, are New Mexico, and California.

7. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition ANSWERS TO EXERCISE 39.6 1.Nearly 32 million US residents speak a first language other than English. 2.After English the languages most commonly spoken in the United States are Spanish, French, and German. 3.Almost 75 percent of the people who speak foreign languages used the words “good” or “very good” when judging their proficiency in English. 4.Sentence correct. 5.The states with the highest proportion of foreign-language speakers are New Mexico and California.

8. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition DISTINGUISHING THE COMMA, THE SEMICOLON, AND THE COLON. The comma chiefly separates both equal and unequal sentence elements. The semicolon chiefly separates equal and balanced sentence elements. Often the first clause creates an expectation, and the second clause fulfills the expectation. The colon chiefly separates unequal sentence elements. 40.1

9. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition DISTINGUISHING THE COLON AND THE SEMICOLON The colon is a mark of introduction that separates elements of unequal importance, such as statements and explanations or introductions and quotations.  The business school caters to working students: it offers special evening courses in business writing, finance, and management. The semicolon separates elements of equal importance, almost always complete main clauses.  Few enrolling students know exactly what they want from the school; most hope generally for a managerial career. 41.1

10. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition USES AND MISUSES OF THE APOSTROPHE Use an apostrophe to form the possessives of nouns and indefinite pronouns. Use an apostrophe to form contractions. The apostrophe is optional for plurals of abbreviations, dates, and words or characters named as words. Do not use an apostrophe plus -s to form the possessives of plural nouns ending in -s. Do not use an apostrophe to form plurals of nouns. Do not use an apostrophe with verbs ending in -s. Do not use an apostrophe to form the possessives of personal pronouns. 42.1

11. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition EXERCISE Distinguishing between plurals and possessives 1.Demeter may be the oldest of the Greek [god], older than Zeus. 2.Many prehistoric [culture] had earth [goddess] like Demeter. 3.In myth she is the earth mother, which means that the responsibility for the fertility of both [animal] and [plant] is [she]. 4.The [goddess] festival came at harvest time, with [it] celebration of bounty. 5.The [people] [prayer] to Demeter thanked her for grain and other [gift]. Supply the appropriate form—possessive or plural —of each word given in brackets. 42.2

12. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition ANSWERS TO EXERCISE 1.Demeter may be the oldest of the Greek gods, older than Zeus. 2.Many prehistoric cultures had earth goddesses like Demeter. 3.In myth she is the earth mother, which means that the responsibility for the fertility of both animals and plants is hers. 4.The goddess’s festival came at harvest time, with its celebration of bounty. 5.The people’s prayers to Demeter thanked her for grain and other gifts. 42.3

13. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition HANDLING QUOTATIONS FROM SPEECH OR WRITING Direct and indirect quotation Direct quotation According to Lewis Thomas, “We are, perhaps uniquely among the earth’s creatures, the worrying animal. We worry away our lives.” Quotation within quotation Quoting a phrase by Lewis Thomas, the author adds, “We are ‘the worrying animal.’” Indirect quotation Lewis Thomas says that human beings are unique among animals in their worrying. Quotation marks with other punctuation marks Commas and periods Human beings are the “worrying animal,” says Thomas. Semicolons and colons Machiavelli says that “the majority of men live content”; in contrast, Thomas calls us “the worrying animal.” 43.1

14. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition HANDLING QUOTATIONS FROM SPEECH OR WRITING (continued) Question marks, exclamation points, dashes When part of own sentence Who said that human beings are “the worrying animal”? When part of the original quotation “Will you discuss this with me?” she asked. Altering quotations Brackets for additions “We [human beings] worry away our lives,” says Thomas. Brackets for altered capitalization “[T]he worrying animal” is what Thomas calls us. He says that “[w]e worry away our lives.” Ellipsis marks for omissions “We are... the worrying animal.” says Thomas. 43.2

15. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition HANDLING QUOTATIONS FROM SPEECH OR WRITING (continued) Punctuating signal phrases with quotations Introductory signal phrase Thomas says that “ the worrying animal” is afraid and restless. Concluding signal phrase We are “the worrying animal,” says Thomas. Interrupting signal phrase “I do not like the idea,” she said; “however, I agree with it.” 43.3

16. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition TITLES TO BE ENCLOSED IN QUOTATION MARKS Songs  “Lucy in the Sky with Diamonds” Short poems  “Sunday Morning” Articles in periodicals  “Comedy and Tragedy Transposed” Essays  “Politics and the English Language” Short stories  “The Battler” Page or document on a Web site  “Readers’ Page” (on site Friends of Prufrock) Episodes of television and radio programs  “The Mexican Connection” (on 60 Minutes) Subdivisions of books  “The Mast Head” (Chapter 35 of Moby-Dick) 43.4

17. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition EXERCISE Revising: quotation marks 1.In the title essay of her book The Death of the Moth and Other Essays, Virginia Woolf describes the last moments of a frail and diminutive body. 2.An insect’s death may seem insignificant, but the moth is, in Woolf’s words, life, a pure bead. 3.The moth’s struggle against death, indifferent, impersonal, is heroic. 4.Where else but in such a bit of life could one see a protest so superb? 5.At the end Woolf sees the moth lying most decently and uncomplainingly composed; in death it finds dignity. Remove incorrect underlining, and insert quotation marks. 43.5

18. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition ANSWERS TO EXERCISE 1.In the title essay of her book “The Death of the Moth” and Other Essays, Virginia Woolf describes the last moments of a “frail and diminutive body.” [Underlining correct for book title, but essay title within it is quoted.] 2.An insect’s death may seem insignificant, but the moth is, in Woolf’s words, “life, a pure bead.” 3.The moth’s struggle against death, “indifferent, impersonal,” is heroic. 4.Where else but in such a bit of life could one see a protest so “superb”? 5.At the end Woolf sees the moth lying “most decently and uncomplainingly composed”; in death it finds dignity. 43.6

19. Copyright © 1995–2007 by Pearson Education, publishing as Longman Aaron, The Little, Brown Compact Handbook, Sixth Edition DISTINGUISHING DASHES, COMMAS, AND PARENTHESES Dashes give the information the greatest emphasis:  Many students—including some employed by the college —disapprove of the new work rules. Commas are less emphatic:  Many students, including some employed by the college, disapprove of the new work rules. Parentheses are the least emphatic, signaling that the information is just worth a mention:  Many students (including some employed by the college) disapprove of the new work rules. 44.1